U.S. History is a required course for high school graduation. The end-of-course (EOC) exam for U.S. History not only comprises 20% of students' final grades but also impacts schools' and districts' report cards and state funding. Unfortunately, fewer than 30% of students have received a passing score on the EOC exam. Anecdotal evidence suggests that the low EOC exam performance is due to a mismatch between student needs and teacher delivery methods as well as low student interest in U.S. history. Furthermore, students do not see the importance of connecting their historical past to their present and future. The Great Depression is included in the curriculum standards for the U.S. History course and consequently is included on the EOC exam. As can be seen in the content, goal, and task analyses below, an approach to increase student interest and engagement in U.S. history generally and the Great Depression specifically is anticipated to result in increased EOC exam scores.
The overall goal of this lesson is to generate student interest in eleventh grade United States History. Test scores on state mandated tests have been very poor for this grade level. S.C. state standards USHC-6.1 and USHC 6.3 encompass many aspects of the Great Depression. We will concentrate on items mentioned in those standards that deal with the effects of the Depression on the people and the steps they took to cope with their circumstances. We will develop an interactive lesson that will hopefully pique students’ interests in this subject.
Description of the Learner: The student traditionally enrolled in U.S. History and Constitution is 16 to 17 years old, in the 11th grade and can be either male or female. The ability level of all students can range from challenged to gifted and talented, but the greater majority will fall in the average range, and this will be the case with technical proficiency as well. Under normal circumstances an intervention of this type might be targeted towards the lower performers, but given the data that over 70% of all test-takers statewide are at a below average or failing level it is reasonable to assert that the average student will still fall within the scope of students requiring an intervention such as the one proposed here.
The following flow chart is the basis for the implementation of tasks which will engage and instruct our learners. This careful definition exposes the best methodology as well as the most appropriate sequence of instruction and evaluation. A well defined task analysis, in conjunction with an indepth content analysis, feeds the design of instructional materials, activities, strategies and evaluations. In order to generate an increase in student engagement and achievement - our overall goal, The Great Design team embraces the incorporation of interactive multimedia as a strategy to meet our instructional and evaluative goals.
The content analysis illustrates the use of text, charts, video, graphics/photos, story excerpts, and music clips that will be used to create a highly interactive and engageing experience for the learners.
Needs Analysis
Goal Analysis
Learner Analysis
Task Analysis
Content Analysis
Needs Analysis (Erin)
U.S. History is a required course for high school graduation. The end-of-course (EOC) exam for U.S. History not only comprises 20% of students' final grades but also impacts schools' and districts' report cards and state funding. Unfortunately, fewer than 30% of students have received a passing score on the EOC exam. Anecdotal evidence suggests that the low EOC exam performance is due to a mismatch between student needs and teacher delivery methods as well as low student interest in U.S. history. Furthermore, students do not see the importance of connecting their historical past to their present and future. The Great Depression is included in the curriculum standards for the U.S. History course and consequently is included on the EOC exam. As can be seen in the content, goal, and task analyses below, an approach to increase student interest and engagement in U.S. history generally and the Great Depression specifically is anticipated to result in increased EOC exam scores.Goal Analysis (Susan)
The overall goal of this lesson is to generate student interest in eleventh grade United States History. Test scores on state mandated tests have been very poor for this grade level. S.C. state standards USHC-6.1 and USHC 6.3 encompass many aspects of the Great Depression. We will concentrate on items mentioned in those standards that deal with the effects of the Depression on the people and the steps they took to cope with their circumstances. We will develop an interactive lesson that will hopefully pique students’ interests in this subject.Top
Learner Analysis (Shawn)
Description of the Learner: The student traditionally enrolled in U.S. History and Constitution is 16 to 17 years old, in the 11th grade and can be either male or female. The ability level of all students can range from challenged to gifted and talented, but the greater majority will fall in the average range, and this will be the case with technical proficiency as well. Under normal circumstances an intervention of this type might be targeted towards the lower performers, but given the data that over 70% of all test-takers statewide are at a below average or failing level it is reasonable to assert that the average student will still fall within the scope of students requiring an intervention such as the one proposed here.
TopTask Analysis (Barbara)
The following flow chart is the basis for the implementation of tasks which will engage and instruct our learners. This careful definition exposes the best methodology as well as the most appropriate sequence of instruction and evaluation. A well defined task analysis, in conjunction with an indepth content analysis, feeds the design of instructional materials, activities, strategies and evaluations. In order to generate an increase in student engagement and achievement - our overall goal, The Great Design team embraces the incorporation of interactive multimedia as a strategy to meet our instructional and evaluative goals.Content Analysis (Mary Ann)
The content analysis illustrates the use of text, charts, video, graphics/photos, story excerpts, and music clips that will be used to create a highly interactive and engageing experience for the learners.